Overview of Proposed Performance Index Framework

1. Overview of Proposed Performance Index Framework

2. Primary Factors Considered for Performance Index Framework  Accountability System Goals and Guiding Principles  Statutory Requirements of House Bill 3 (2009)  Focus on Postsecondary Readiness  Inclusion of Student Progress  Emphasis on Closing Achievement Gaps  New STAAR program with EOC-based assessments for middle schools and high schools  Lessons learned from previous state accountability rating systems (1994-2002 and 2004 – 2011)  Successful models used by other states, e.g. CA, CO, FL, GA, KY, LA, OH, OK, NC, SC Framework Development Process

3. STAAR Satisfactory Performance  All Students Only  Combined over All Subject Areas Credit given for Satisfactory performance level (Level II) on:  STAAR Grades 3-8 English and Spanish at final Level II performance standard for assessments administered in the spring;  EOC at final Level II performance standard for assessments administered in the spring and the previous fall and summer; Index 1: Student Achievement

4. STAAR Satisfactory Performance (continued) Credit given for Satisfactory performance level (Level II) on:  STAAR Grades 3-8 and EOC Modified and Alternate at final Level II performance standard;  STAAR L (linguistically accommodated) are included based on a new ELL progress measure;  TAKS included in 2013 only: Grade 11 results at Met Standard performance standard. Index 1: Student Achievement

5. Student Progress toward Satisfactory or Advanced Performance Levels (2014 and beyond)  Ten Student Groups Evaluated:  All Students  Each Race/Ethnicity:  African American  American Indian  Asian  Hispanic  Pacific Islander  White  Two or More Races  Students with Disabilities  English Language Learners (ELLs) Index 2: Student Progress Graphic depicts sample transition table. The number of bands within a performance level may differ for the final growth measure adopted.

6. Student Progress toward Satisfactory or Advanced Performance Levels (2014 and beyond) continued  By Subject Area (Reading, Mathematics, and Writing)  Same assessments used in Index 1 where student progress measures are available  Credit given for meeting the student progress measure requirements for:  Progress toward Satisfactory performance (Level II), or  Progress toward Advanced performance (Level III) Index 2: Student Progress

7. Achievement Gaps Measured for Satisfactory and Advanced Levels  All Economically Disadvantaged Students and Two Lowest Performing Racial/Ethnic Groups based on the Index 1 student achievement indicator reported in the prior year  By Subject Area (Reading/ELA, Mathematics, Writing, Science, and Social Studies) Index 3: Closing Performance Gaps

8. Achievement Gaps Measured for Satisfactory and Advanced Levels (continued)  Same Assessments Used in Index 1 Credit based on weighted performance:  One point credit given for each percentage of students at the final Level II Satisfactory performance standard  Two point credit given for each percentage of students at the final Level III Advanced performance standard (2014 and beyond) Index 3: Closing Performance Gaps

9. Measures of Postsecondary Readiness Credit based on average of two postsecondary indicators: 1) STAAR Advanced performance level (Level III)for grades 3 – 8 and EOC (2014 and beyond) and 2) high school graduation rates and diploma plan graduates Index 4: Postsecondary Readiness

10. Measures of Postsecondary Readiness (continued)  STAAR Advanced Performance (2014 and beyond)  Combined over All Subject Areas Credit given for Advanced performance level (Level III) on one or more tests at final Level III performance standard  Eight Student Groups Evaluated: All Students and each Race/Ethnicity Index 4: Postsecondary Readiness

11. Measures of Postsecondary Readiness (continued)  Four-year Graduation Rate or Five-year Graduation Rate (or Annual Dropout Rate if no graduation rate)  Ten Student Groups Evaluated: All Students, each Race/Ethnicity, Students with Disabilities, and ELLs Percent Recommended or Advanced High School Program Plan (RHSP/AHSP) Graduates  Eight Student Groups Evaluated: All Students and each Race/Ethnicity Index 4: Postsecondary Readiness

12. Ensure reporting system disaggregates performance by student group, performance level, subject area, and grade • Implement interventions focused on specific areas of weak performance • Apply minimum performance requirements or performance floors • Apply a limit on proficient results for STAAR Modified and STAAR Alternate • Apply Participation Rate Targets • Evaluate Leaver Data Quality • Incorporate Grade 7-8 Annual Dropout Rate Apply Safeguards to Specific Performance Indexes, as needed: Possible Safeguards

13. Evaluation of the four indexes to produce single accountability rating for campus or district, • Relationship between index scores, rating labels, and intervention requirements, • Application of system safeguards, • Evaluation of alternative education campuses, • Transition Issues between 2013 and 2014, • Inclusion of a performance measure for English Language Learners (ELLs), and • State and federal reporting. Pending Issues For Consideration Other

14. State Accountability Ratings and Distinctions in 2013

15. TEC §39.202 requires the commissioner to establish two additional categories of distinctions for districts and campuses based on the following criteria: 1) percentages of students who meet the college-ready standard or annual improvement standard, and 2) other factors for determining sufficient student attainment of postsecondary readiness. • Given 2013 ratings cannot include the STAAR Level III (Advanced) standard, the use of additional categories of distinctions would not be applied until 2014 ratings. • Current advisory committee proposals for these labels include: • Commended and Distinguished • Exceeds Standards and Superior • Superior and Exceptional • Silver and Gold State Accountability Ratings and Distinctions in 2014